Category: ECS 203 BLOG (Page 1 of 2)

This semester has taught me so much about myself as a future educator. The lessons obtained from this semester will stick with me as I step into my teaching journey. I will continue to prioritize learning about these concepts as I continue to progress through life. I am a lifelong learner!

My summary of learning submission is attached below! Thank you for the great semester!

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Part 1: At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order using force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of teaching and learning mathematics — were there aspects of it oppressive and/or discriminating for you or other students?

     Reflecting on my schooling experiences certain situations now do not sit right with me as a future educator. I can remember the first time we were introduced to our three classmates who came to Canada from the Philippines. They quickly became part of our big family, and my classmates still would say they were the “glue” of our class until this day. Though our class immediately loved our new members, even though they did not speak English at the time, our teachers made it obvious they must learn the language before learning math. This may seem like a subtle detail, but my new classmates had experiences that could have been avoided if they could understand math and language parallel. The most significant story I can recall was when we were learning about temperatures in elementary school. One of our new classmates failed to understand because he struggled with the terminology, in his shy nature he was scared to ask for help. One day it was extremely cold and we were going out for recess the teacher asked us about the temperature and told us to “dress for the weather,” being a new Canadian and failing to understand temperature caused our classmate to get severe frostbite on his ears. This memory is one that stuck with every single person in my class, as it was brought up at our graduation ceremony.  

    I have plenty of negative memories from my mathematical experience, though I wouldn’t classify them as oppressive or discriminatory, I would classify them as blatantly inappropriate. I can remember sitting at my desk on the first day of Pre-Calculus 30, and the teacher stated “if you are not prepared to cry this semester, then make sure to drop this class.” I can also remember the endless times of being told “figure it out” or “use what you know” when I tried to ask for help. I eventually gave up on asking, and some of my other classmates began cheating because they felt so helpless and felt “stupid” when they asked for help.

Part 2: After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenges Eurocentric ideas about the purposes of mathematics and the way we learn it. 

     The Inuit approach to learning mathematics contrasts the Eurocentric model in a variety of ways. To start, the number systems of each form of mathematics differ; the Inuit model focuses on a base-20 system, and the Eurocentric model focuses on a base-10 system. The major difference between the two mathematical interpretations relies on the learning methods associated with educating learners. The Eurocentric model relies on direct, textbook-style learning where results are often predetermined and absolute, however, the Inuit system relies on natural ways of learning through a verbal number system. The Inuit system contrasts the Eurocentric system because the basis of the Inuit system relies on using experiences to learn rather than using your math skills to live as societally expected. 

Resources 

Bear, L. L. (2000). Jagged worldviews colliding. In M. Batiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77-85). UBC Press. Poirier, L. (2007). Teaching mathematics and the Inuit community, Canadian Journal of Science, Mathematics and Technology Education, 7(1), p. 53-67.

Poirier, L. (2007). Teaching mathematics and the Inuit community, Canadian Journal of Science, Mathematics and Technology Education, 7(1), p. 53-67.

How can teachers maximize engagement among multilingual students?

     While reading Cummins’s article (2019) titled, “How Can Teachers Maximize Engagement among Multilingual Students?” I recognized thematically throughout Cummins ambiguously highlighting the ideas of adaptability and curriculum as praxis. Creating a classroom prioritizing adaptability requires educators to identify inequities and alter learning opportunities towards equitable classrooms. 

     Adaptability will promote engagement by allowing students to feel the tasks proposed throughout learning are achievable. Adapting lessons by allowing students to utilize their lingual differences will enrich learning development.

      Curriculum as praxis is just as vital in promoting engagement and success. Last year, I had the opportunity to live with a multilingual exchange student while attending university. The lessons I learnt from her will impact my future teaching career. Her biggest complaint about our education system was timed tests. She stated that she struggled with comprehending questions when they were written in English. When she struggled with comprehension, she needed to translate them to Spanish before understanding, which the time limit did not allow for. If educators considered her individual learning needs and difficulties that extend beyond school, her success rate and comfortability would increase. 

What are some effective ways to integrate multilingual instructional strategies into classrooms?

     The article (Cummins, 2019) describes many strategies to incorporate multilingual instruction into lessons. Cummins (2019) includes allowing students to work in their home language and promoting the incorporation of homelife into school. One of my favourite strategies to implement students’ personalities and interests into the classroom is Genius Hour which I have mentioned many times before.

To read about Genius Hour, click here

     Genius Hour could be utilized for multilingual students to teach other classmates about their language or something that interests them, incorporating their lingual differences. 

References 

Cummins, J. (2019, February 21). How Can Teachers Maximize Engagement Among Multilingual Students? EdCan Network. https://www.edcan.ca/articles/multilingual-students/

Genius hour. Resources & Guidance from The Learning Accelerator. (n.d.). Retrieved March 23, 2023, from https://practices.learningaccelerator.org/strategies/genius-hour

What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, and Inuit peoples?

Generally, questions regarding why we should teach treaties confuse me. In my head, treaties are one of the most important parts of Canadian History therefore, I don’t understand why they haven’t always been taught in schools. I don’t understand why it is such an ignored topic, and why it continues to be overlooked in schools. 

Treaty Education is vital in growing empathy, compassion, and respect. Throughout my schooling, Treaty Education was relatively ignored. I experienced the direct impacts of this lack of education through hearing stereotypical viewpoints throughout my school but lacking the education to explore why these statements were inappropriate. 

As quoted,

“ Within my classrooms, I had heard stereotypical opinions such as, “First Nations are privileged,” and “it’s not fair that we [whites] don’t get what they do.” Though I disagreed with these statements, they were heard in an environment that was supposed to educate. Peer pressure was common, and I didn’t have the confidence or knowledge to present my opinion. Many times, I was influenced by friends with different perspectives. Although I was living “white privilege”, I didn’t recognize the impact lack of that privilege had on those that weren’t born with it. The feeling that “I wasn’t part of the problem” was prevalent in my environment. Until I realized that although I wasn’t part of the historical decisions, I benefitted my entire life from them, and it is vital that I became part of the solution” (Henrikson, 2021).

The purpose of teaching Treaty Education is so students gain a vital understanding of Canadian History that should be common knowledge. As explained in a video by Cappello (2018), Indigenous students want other students to know what they already do, therefore, increasing the feeling of belonging in the classroom. 

What does it mean for your understanding of the curriculum that “We are all treaty people”?

We all live and play a role in treaties, yet many in society are often ignored because they lack education. I believe “We are all treaty people,” and progressive education has a role in teaching every child how this applies to their life. I would argue if the curriculum incorporated treaty education into every classroom, our commonsense regarding treaties would alter significantly. 

References

Cappello, Michael. (2017, September 6). ECS 210 8.2 – Claire Intro [YouTube Video]. YouTube. https://www.youtube.com/watch?v=sWY_X-ikmaw

Henrikson, Jacey. (2021). My Journey to Reconciliation [Unpublished manuscript]. The University of Regina.

What will culturally relevant pedagogy look like, sound like, and feel like, in your future classroom? 

Within my future classroom, culturally relevant pedagogy will become an obvious priority. After learning about curriculum as praxis, my understanding of how to formulate lessons and experiences for my students has drastically changed. Within my future classroom, I will attempt to make my classroom a space where students feel mutual respect, reciprocity, and advocacy. 

Look Like

Within my future classroom, culturally relevant pedagogy will be motivated by the theory of curriculum as praxis. My lessons will relate directly to lived experiences of students and have opportunities for student questions and reflection. Prioritizing student-teacher relationships and student-student relationships will allow connection beyond the student as a learner and a person instead. 

Sound Like

Classroom management and discipline in my classroom are still concepts I continually educate myself on. Though I understand disciplining and controlling socialized prejudice and stereotypical behaviours must be obtained throughout the whole school year so students understand expectations. I also understand that classrooms must shift into spaces where students feel heard and like they have a voice. This way educators can progress toward a much more equitable education model. 

Feel Like 

I believe a classroom that progresses towards culturally relevant pedagogy relies on the feeling of discomfort. If students and educators don’t feel uncomfortable, they will struggle to understand problematic topics that progress them toward positive self-growth and mutual understanding. T face this learning process, educators must create a respectful and safe foundation for students to thrive. Understanding that no one is an expert in this form of pedagogy and that both the educator and the students have continual learning opportunities can allow authoritative power to be reduced and the classroom to resolve around a concept of respectful relationships. Everyone involved must devote time to becoming a lifelong learner. 

Process

Deconstruction → Critique → Collaboration → Action → Reflection (Lopez, 2011) 

Reference

Lopez, A. E. (2011). Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency. English Teaching: Practice and Critique, 10(4), 75-93

How can hip hop be used as a tool to promote social justice and youth activism in the classroom?  What is the relationship between hip hop culture and the development of critical consciousness amongst students?

Similarly to any form of self-expression, hip-hop can allow a form of expression that becomes more individualized. The article states, “Hip Hop is the dominant language of youth culture” (Akom, 2009, p.53) if you can incorporate students’ lives into their learning, they are more likely to retain knowledge. Hip-hop allows artists to use lyrics to recite life experiences or focus on certain topics often related to social issues. Using a curriculum as a praxis approach for students to connect to their favourite music allows engagement levels to increase and deeper discussion-based learning within classrooms. When students want to learn, they will. For many students, hip-hop is an engaging form of expression. When students are engaged in the learning process, they are more likely to connect to the knowledge they obtain. Hip-hop also has the power to connect students learning to non-educational environments. Hip-hop is popularized through after-school activities within the community. It is beneficial to incorporate hip hip into a pedagogical approach towards social issues because students can become justice-oriented citizens and utilize hip-hop to teach others outside the walls of their school.

What’s your understanding of citizenship?  

     My understanding of citizenship is not extensive. Prior to lecture, the content citizenship covers would be somewhat undefinable in my head. I often associate citizenship with the concept of nationalism. When I think of citizenship, I generally think of anyone part of a society or community, though the technicalities behind this makes it false. Citizenship means associating or actively participating as a citizen within a particular place. As a society, we often disregard the concept of citizenship and replace it with the idea of acceptance and belonging. I believe that one basis of why I lack understanding on citizenship, was because we had many kids in my schooling who were not considered a Canadian citizen, yet we practiced acceptance and belonging. I often heard these students state, I feel like I am a citizen though by document I am not. Overall, I believe citizenship is a documented form of living but also a mindset or way of life. 

       After listening to the lecture and the resources, I developed a critical view on the aspect of being a “good citizen.” Throughout this class, we have been critiquing common sense. Is it possible that citizenship is becoming a concept of common sense? 

How can we relate Treaty Education to citizenship?

      When thinking about Treaty Education in relation to citizenship, I would argue that Canadian history is a vital aspect of Canadian citizenship. Historically Canada has been extremely segregated making citizens of Canada lack unity and nationalism. We can view the education on Treaty Education as a gateway towards unity and equity that was stripped from many Canadian citizens historically.  Decolonization and reconciliation are vital for creating the acceptance and belonging I mention in the paragraphs above.

     If citizenship is prioritized in Canada, should we not be educated on every group’s pathway to citizenship and what citizenship means to every Canadian? The more we learn, the more we know. 

According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of the school curriculum? Is there anything that surprises you or maybe concerns you? 

     After reading the article, the politics within the curriculum become visible. The power of teachers and students is minimum and in some cases nearly ignored. “Politics is about power,” (2008, p.8) when politics is reflected in education, education becomes a power-related ideal as well. The relevance of political power to produce a curriculum focussed on promoting future economic success becomes apparent after reading. The power of money and politics influences education. As a future educator, this become extremely concerning. In the lecture, we discussed how if teachers do not have a say in the creation of the curriculum they are less likely to teach it. Should this matter within the education system? I want my students to feel safe and welcome in my classroom, but when the curriculum is based on power and politics it is likely to focus on the product rather than the process. An assumption could be made that politics value the economy rather than individuals and teachers value individuals over the economy. If society values a progressive form of education, perhaps teacher and student influence on the curriculum should be increased.

After reading pages 1-4 of the Treaty Education document, what connections can you make between the article and the implementation of Treaty Education in Saskatchewan? What tensions might you imagine were part of the development of the Treaty Education curriculum?

     Treaty Education in Saskatchewan schools needs to be improved. In m experience, the varying knowledge of treaties differed from school to school. If Treaty Education was valued at the level of math or science, how would that influence reconciliation efforts in the classroom? Why does such a vital aspect of Canadian history get degraded within the educational hierarchy? The connection of politics influences Treaty Education because politics often seek to please public opinion. Most people like comfort and positivity, so when the negative reality is introduced into the classroom, much of the public often resists. The document describes that Grade 12 students should understand “We are all Treaty People,” (Government of Saskatchewan, 2013) this is significant because in our lecture of tons of graduated students only a small minority understood this concept. Within high school, I was told my teachers avoided treaty education because it was a “touchy subject.” One of the most significant parts of Canadian history is not a touchy subject. In connection to past readings, it is important to note that in education, being uncomfortable is good.

References:

Levin, Ben. (2008). “Curriculum policy and the politics of what should be learned in schools.” In The SAGE handbook of curriculum and instruction, Sage Publications, 2008, pp. 7-24. CA: Sage. Available online from: http://www.corwin.com/upm-data/16905_Chapter_1.pdf.

Saskatchewan. Treaty Education Outcomes and Indicators. Saskatchewan Ministry of Education, 2013.

What does it mean to be a “good” student according to the commonsense?

     According to commonsense, a good student presents behaviours which maintain the status quo and fit into normality. Within education, students who fit this status quo often are obedient, engaged, willing to learn, organized, and intelligent. Kumashiro states, “ a good student required behaving and thinking in only certain ways;” (2010, p.21) this quotation suggests commonsense limits students to the categorization of good and bad students. Throughout educational history, common sense towards what we consider a good student has considerably changed. While reading A History of Education, readers can acknowledge the racism built into the school structure and consider that within this context, a commonsense “good” student must be white. 

Which students are privileged by this definition of the good student?

     I would argue students privileged by this concept are nearly impossible to identify. While this concept does benefit more than others, no student consistently behaves in these specific manners without conforming or pretending to be someone you are not to an extent. If we are to focus on who benefits most from this concept, however, we could assume it would be children with a wealthy, good family life. In addition, the Saskatchewan education system also benefits those of a Christian religion. The education system has systematically been created to provide education to those “good” students because the approaches and pedagogy placed into classrooms ignore cultural, physical and mental differences. 

How is the “good” student shaped by historical factors?

     Throughout the article, A History of Education, many problematic ideals are expressed that progressive education attempts to escape. Painter describes, “Education does not aim to develop a perfect man or woman, but to prepare its subjects for their place in the established order of things;” (1886, p.9) this quotation suggests a good student becomes an acceptable citizen. Though we are progressively reducing colonialism within our education system, it remains very prevalent. The societal ideal of a “good” student is still somewhat shaped by historical ideals. We can still observe many forms of oppression within our school system.

References 

Kumashiro, K. K. (2010). Against Common Sense. Teaching and Learning Toward Social Justice.

Painter, F. V. N. (1886). A History of Education. New York : D. Appleton.